The four-year curriculum equips the students with clinical reasoning, problem-solving and critical thinking skills with emphasis on interdisciplinary and life-long learning. The first three years provide the students with an integrated understanding of the basic and clinical sciences in the classroom and community settings. The fourth year of the curriculum is devoted to the application of the basic and clinical concepts in actual clinical and community settings.
Selected subjects which include ethical and legal aspects of the practice of medicine, epidemiologic and health research programs and the practice of profession enhance the medical.
Curriculum The medical curriculum also employs various teaching-learning and assessment strategies to achieve the educational goals. As early as the First Year, the students are exposed to cases that would allow them to relate basic science concepts to clinical practice. The First Year of the curriculum is designed as modules or blocks based on organ systems with similar or related functions. This instructional plan aims to synchronize topics in Anatomy, Biochemistry and Physiology. Correlation of selected concepts will be achieved through case discussion in a problem-based tutorial session, team learning and case method activities.The Second and Third Years of the curriculum are a continuum of organ-based modules that integrate basic and clinical concepts. Problem-based learning (PBL) is a principal teaching-learning activity augmented by correlate activities as lectures, laboratory exercises and case method discussions. The students in a PBL small group setting (ratio of 1 tutor to at most 10 students) encounter and discuss problems common to practice.